Co-planning to enhance the literacy skills of high school students in the context of co-teaching

Low literacy skills among at-risk students and students with adjustment or learning difficulties are identified as a major barrier to student persistence and success in school. In Quebec, recent ministerial measures to support learning success for all students encourage school stakeholders to strengthen collaboration and use inclusive pedagogy. In the wake of this ministerial policy, co-teaching is recognized as a relevant support mechanism. Successful co-teaching is based, in particular, on joint planning and shared reflection. The general objective of the research was to co-construct a frame of reference integrating the principles of co-planning in conjunction with practices conducive to improving the literacy skills of secondary school students. From a research and development perspective, educational counselors and teachers came together to create a useful framework for co-planning in a co-teaching context. The results show that certain principles can guide co-planning and that self-questioning by co-teachers can help adjust practices. Further participatory or action research should be conducted to clarify the content adequacy, relevance and social acceptance of this coplanning framework.